Welcome to the InfoSci Platform
A Case Study in the Application of Transformative Learning Theory: The Redesign of an Online Course in Order to Achieve Deep Learning

A Case Study in the Application of Transformative Learning Theory: The Redesign of an Online Course in Order to Achieve Deep Learning

Jenna Kammer
Copyright: © 2020 |Pages: 19
ISBN13: 9781799822127|ISBN10: 1799822125|ISBN13 Softcover: 9781799822134|EISBN13: 9781799822141
DOI: 10.4018/978-1-7998-2212-7.ch017
Cite Chapter Cite Chapter

MLA

Kammer, Jenna. "A Case Study in the Application of Transformative Learning Theory: The Redesign of an Online Course in Order to Achieve Deep Learning." Evidence-Based Faculty Development Through the Scholarship of Teaching and Learning (SoTL), edited by Rachel C. Plews and Michelle L. Amos, IGI Global, 2020, pp. 328-346. https://doi.org/10.4018/978-1-7998-2212-7.ch017

APA

Kammer, J. (2020). A Case Study in the Application of Transformative Learning Theory: The Redesign of an Online Course in Order to Achieve Deep Learning. In R. Plews & M. Amos (Eds.), Evidence-Based Faculty Development Through the Scholarship of Teaching and Learning (SoTL) (pp. 328-346). IGI Global. https://doi.org/10.4018/978-1-7998-2212-7.ch017

Chicago

Kammer, Jenna. "A Case Study in the Application of Transformative Learning Theory: The Redesign of an Online Course in Order to Achieve Deep Learning." In Evidence-Based Faculty Development Through the Scholarship of Teaching and Learning (SoTL), edited by Rachel C. Plews and Michelle L. Amos, 328-346. Hershey, PA: IGI Global, 2020. https://doi.org/10.4018/978-1-7998-2212-7.ch017

Export Reference

Mendeley
Favorite

Abstract

Transformative learning can be used as a strategy for measuring teacher effectiveness in online courses. By measuring the transformations that occur within their courses, instructors can understand more about the activities and experiences that are the most impactful for students. In addition, instructors can create opportunities for transformation by designing learning experiences that encourage students to critically self-reflect. This chapter presents an exploratory study that examined instructor and student perceptions of transformation in an online school library graduate program. The data was used to redesign one unit in a course on reference and information services to create opportunities for students to experience transformation with the content.

Request Access

You do not own this content. Please login to recommend this title to your institution's librarian or purchase it from the IGI Global bookstore.